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   <h1>Ingl&eacute;s - Nivel                 3</h1>
   <strong>BOOK USED:</strong> TOP NOTCH 2A
   <p><strong>UNIT 1: Greetings and small talk</strong></p>
   <ul>
     <li>Communication Goals: <br />
       &bull;	Get reacquainted with someone<br />
       &bull;	Greet a visitor to your country<br />
       &bull;	Discuss gestures and customs<br />
       &bull;	Describe an intresting experience<br />
       Vocabulary:	&bull;	Tourist activities<br />
       &bull;	Participal adjectives to describe experiences<br />
       Grammar:	&bull;	The present perfect<br />
       &#61607;	Statements and yes / no questions<br />
       &#61607;	Form and usage<br />
       &#61607;	Past participles of irregular verbs<br />
       &#61607;	With already, yet, ever, and before<br />
       &#61607;	Common errors<br />
       GRAMMAR BOOSTER<br />
       &bull;	The present perfect<br />
       &#61607;	Past participles: regular and irregular<br />
       &#61607;	Questions with What or Which<br />
       &#61607;	Yet and already: expansion<br />
       &#61607;	Ever, never, and before<br />
       &#61607;	Common errors<br />
       Conversation Strategies:	&bull;	Use I don&rsquo;t think so to soften a negative answer<br />
       &bull;	Say I know! to exclaim that you&rsquo;ve discovered an answer<br />
       &bull;	Use Welcome to ____ to greet someone to a new place<br />
       &bull;	Say That&rsquo;s great to acknowledge someone&rsquo;s positive experience<br />
       Listening/<br />
       Pronunciation:	Listening Skills:<br />
       &bull;	Listen to associate<br />
       &bull;	Listen for details<br />
       Pronunciation:<br />
       &bull;	Sound reduction in the present perfect<br />
       Reading:	Texts:<br />
       &bull;	A poster about customs<br />
       &bull;	A magazine article about non-verbal communication<br />
       &bull;	A geographical map<br />
       &bull;	A photo story<br />
       Skills/strategies<br />
       &bull;	Identify supporting details<br />
       &bull;	Personalize information<br />
       Writing:	Task:<br />
       &bull;	Write a description of a fascinating, strange, thrilling, or frightening experience<br />
       WRITING BOOSTER<br />
       &bull;	Avoiding run-on sentences
       </li>
   </ul>
   <p><strong>UNIT 2: Movies and entertainment</strong></p>
   <ul>
     <li>Communication Goals: <br />
       &bull;	Apologize for being late<br />
       &bull;	Discuss preferences for movie genres<br />
       &bull;	Describe and recommend movies<br />
       &bull;	Discuss effects of movie violence on viewers<br />
       Vocabulary:	&bull;	Explanations for being late <br />
       &bull;	Movie genres<br />
       &bull;	Phrases to describe preferences<br />
       &bull;	Adjectives to describe movies<br />
       Grammar:	&bull;	The present perfect<br />
       &#61607;	With for and since<br />
       &#61607;	Other uses<br />
       &bull;	Would rather  + base form<br />
       &#61607;	Form and usage<br />
       &#61607;	Statements, questions, and answers<br />
       &#61607;	Common errors<br />
       GRAMMAR BOOSTER<br />
       &bull;	The present perfet continuous<br />
       &bull;	The present participle: spelling<br />
       &bull;	Expressing preferences: review<br />
       Conversation Strategies:	&bull;	Apologize and provide a reason when late<br />
       &bull;	Say That&rsquo;s fine to reassure<br />
       &bull;	Offer to repay someone with How much do I owe?<br />
       &bull;	Use What would you say to ____? To propose an idea<br />
       &bull;	Soften a negative response with To tell you the truth,...<br />
       Listening/<br />
       Pronunciation:	&bull;	Listening Skills:<br />
       &bull;	Listen for main ideas<br />
       &bull;	Listen to infer meaning<br />
       &bull;	Dictation<br />
       &bull;	Pronunciation:<br />
       &bull;	Reduction of h<br />
       Reading:	&bull;	Texts:<br />
       &bull;	A movie website<br />
       &bull;	Movie reviews<br />
       &bull;	A textbook excerpt about violence in movies<br />
       &bull;	A photo story<br />
       Skills/strategies:<br />
       &bull;	Confirm content<br />
       &bull;	Evaluate ideas<br />
       Writing:	Task:<br />
       &bull;	Write an essay about violence in movies and on TV<br />
       WRITING BOOSTER<br />
       &bull;	Paragraphs<br />
       &bull;	Topic sentences
       <br />
     </li>
   </ul>
   <p><strong>UNIT 3: Staying in Hotels</strong></p>
   <ul>
     <li>Communication Goals: <br />
       &bull;	Check into a hotel<br />
       &bull;	Leave and take a telephone message<br />
       &bull;	Request hotel housekeeping services<br />
       &bull;	Choose hotels and explain reasons for choices<br />
       Vocabulary:	&bull;	Hotel room types and features<br />
       &bull;	Hotel services<br />
       &bull;	Hotel room amenities and services<br />
       Grammar:	&bull;	Had better<br />
       &#61607;	Usage<br />
       &#61607;	Vs. should<br />
       &#61607;	Contradictions<br />
       &bull;	The future with will<br />
       &#61607;	Form and usage<br />
       &#61607;	Contradictions<br />
       &bull;	Obligation: have to / must<br />
       &bull;	Suggestions and advice: could / should / ought to / had better<br />
       &bull;	Expectation: be supposed to<br />
       &bull;	Will: other uses; vs. be going to<br />
       Conversation Strategies:	&bull;	Say Let&rsquo;s see to indicate you&rsquo;re checking information<br />
       &bull;	Make a formal, polite request with May I ___?<br />
       &bull;	Say Here you go when handing someone something<br />
       &bull;	Use By the way... to introduce new information<br />
       &bull;	Say Would you like to leave a message? If someone isn&rsquo;t available<br />
       Listening/<br />
       Pronunciation:	Listening Skills:<br />
       &bull;	Listen to take phone messages<br />
       &bull;	Listen for main ideas<br />
       &bull;	Listen for details<br />
       Pronunciation:<br />
       &bull;	Contradictions with will<br />
       Reading:	Texts:<br />
       &bull;	A hotel website<br />
       &bull;	Phone message slips<br />
       &bull;	A hotel guide book<br />
       &bull;	A city map<br />
       &bull;	A photo story<br />
       Skills/strategies:<br />
       &bull;	Draw conclusions<br />
       &bull;	Identify supporting details<br />
       &bull;	Interpret a map<br />
       Writing:	Task:<br />
       &bull;	Write a paragraph explaining the reasons for choosing a hotel<br />
       WRITING BOOSTER<br />
       &bull;	Avoiding sentence fragments with because or since
       <br />
     </li>
   </ul>
   <p><strong>UNIT 4: Cars and Driving</strong></p>
   <ul>
     <li>Communication Goals: <br />
       &bull;	Describe a car accident<br />
       &bull;	Report a problem with a car<br />
       &bull;	Rent a car<br />
       &bull;	Discuss good and bad driving<br />
       Vocabulary:	&bull;	Car types<br />
       &bull;	Car parts<br />
       &bull;	Ways to show concern<br />
       &bull;	Causes of car accidents<br />
       &bull;	Phrasal verbs for talking about cars<br />
       &bull;	Agressive driving behavior<br />
       Grammar:	&bull;	The past continuous<br />
       &#61607;	Form and usage<br />
       &#61607;	Vs. the simple past tense<br />
       &bull;	Direct objects with phrasal verbs<br />
       GRAMMAR BOOSTER<br />
       &bull;	The past contiuous: other uses<br />
       &bull;	Nouns and pronouns: review<br />
       Conversation Strategies:	&bull;	Express concern about another&rsquo;s condition after an accident<br />
       &bull;	Express relief when hearing all is OK<br />
       &bull;	Use Only to minimize the seriousness of situation<br />
       &bull;	Use actually to soften negative information<br />
       &bull;	Empathize with I&rsquo;m sorry to hear that<br />
       Listening/<br />
       Pronunciation:	Listening Skills:<br />
       &bull;	Listen to summarize<br />
       &bull;	Listen to infer outcomes<br />
       &bull;	Listen for main ideas<br />
       Pronunciation:<br />
       &bull;	Stress of particles in phrasal verbs<br />
       Reading:	Texts:<br />
       &bull;	A rental car brochure<br />
       &bull;	Rental car case studies<br />
       &bull;	A feature article about defensive driving<br />
       &bull;	A driving behaviour survey<br />
       &bull;	A photo story<br />
       Skills/strategies:<br />
       &bull;	Understand from context<br />
       &bull;	Critical thinking<br />
       Writing:	Task:<br />
       &bull;	Write a paragraph comparing good and bad drivers<br />
       WRITING BOOSTER<br />
       &bull;	Connecting words and sentences: and, in addition, furthermore, and therefore 
       <br />
     </li>
   </ul>
   <p><strong>UNIT 5: Personal care and appearence</strong></p>
   <ul>
     <li>Communication Goals:	&bull;	Ask for something in a store<br />
       &bull;	Request salon services<br />
       &bull;	Discuss ways to improve one&rsquo;s appearance<br />
       &bull;	Define and discuss the meaning of beauty<br />
       Vocabulary:	&bull;	Salon services<br />
       &bull;	Personal care products<br />
       &bull;	Ways to discuss beauty<br />
       Grammar:	&bull;	Indefinite quantities and amounts<br />
       &#61607;	Some and any<br />
       &#61607;	A lot of, many, and much<br />
       &bull;	Indefinite pronouns: someone / no one / anyone <br />
       GRAMMAR BOOSTER<br />
       &bull;	Some and any: indefiniteness<br />
       &bull;	Too many, too much, and enough<br />
       &bull;	Indefinite pronouns: something, anything, and nothing<br />
       Conversation Strategies:	&bull;	Use Excuse me to initiate a conversation with salesperson<br />
       &bull;	Confirm information by repeating it with rising intonation<br />
       &bull;	Use Not at all to show you don&rsquo;t mind an inconvenience<br />
       Listening/<br />
       Pronunciation:	Listening Skills:<br />
       &bull;	Listen to summarize<br />
       &bull;	Listen to take notes<br />
       Pronunciation:<br />
       &bull;	Pronunciation of unstressed vowels<br />
       Reading:	Texts:<br />
       &bull;	A hotel spa advertisement<br />
       &bull;	A health advice column<br />
       &bull;	A photo story<br />
       Skills/strategies:<br />
       &bull;	Predict<br />
       &bull;	Confirm content<br />
       &bull;	Apply information<br />
       Writing:	Task:<br />
       &bull;	Write a letter on how to improve appearance<br />
       WRITING BOOSTER<br />
       &bull;	Writing a formal letter
       <br />
     </li>
   </ul>
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